FEATURES OF THE EMOTIONAL AND VOLITIONAL SPHERE IN SCHOOLCHILDREN WITH HEARING IMPAIRMENTS

Abstract

The article provides a theoretical justification of the peculiarities of the emotional and volitional sphere of schoolchildren with hearing impairments in the modern educational environment. The relevance of the study is determined by the growing number of children with hearing impairments who study in inclusive and special educational institutions, as well as the need for a deeper understanding of the psychological mechanisms of their personal development. Modern schools are characterized by intensive communication, information saturation, and high demands on students' social and emotional competence. For schoolchildren with hearing impairments, such conditions can be both a resource for development and a factor of psycho-emotional stress. The aim of the study is to provide a theoretical justification for the peculiarities of the emotional and volitional sphere of schoolchildren with hearing impairments, taking into account the conditions of the modern educational environment. Theoretical analysis has established that the emotional and volitional sphere of schoolchildren with hearing impairments is characterized by increased emotional reactivity, variability in anxiety levels, and specific development of volitional qualities. Limited access to full-fledged speech interaction can complicate the formation of internal speech as a mechanism of self-regulation, which affects the ability to control emotional states and behavioral reactions. In educational situations that involve intensive social interaction and a fast pace of communication, the risk of situational anxiety and emotional tension increases. The results of the study can be used to develop programs for the development of emotional competence and the formation of volitional qualities in students with hearing impairments in the modern school environment.